’Idál, 05 Qawl (Speech), 182 B.E.
Social Action: Selected Themes Pertaining to Social and Economic Development
Quotes for Reflection:
O ye recipients of the favors of God! In this new and wondrous Age, the unshakable foundation is the teaching of sciences and arts. According to explicit Holy Texts, every child must be taught crafts and arts, to the degree that is needful. Wherefore, in every city and village, schools must be established and every child in that city or village is to engage in study to the necessary degree. — ‘Abdu’l-Bahá 1 2
Question for Consideration
What are the implications of this statement by Abdu’l-Bahá for public education?
Perplexity Pro Response 3
Abdu’l-Bahá’s statement on the necessity of teaching sciences and arts to every child carries significant implications for public education. It calls for the universal, practical, and equitable provision of education that integrates both material and spiritual development, and highlights the role of education in the progress of society as a whole. [1]
Universal Access and Equity
Abdu’l-Bahá insists that “every child must be taught crafts and arts, to the degree that is needful,” emphasizing not only literacy but also vocational skills, practical sciences, and artistic expression for every child, in both cities and villages. This places a moral and social imperative on public institutions to ensure no child is deprived of effective education, regardless of socioeconomic status or location. The directive supports compulsory and accessible education for all, echoing the modern concept of education as a universal human right. [1]
Balance of Material and Spiritual Development
The Bahá’í approach, as articulated by Abdu’l-Bahá, does not separate the material from the spiritual; rather, it encourages a curriculum that integrates ethical and moral training with scientific and technical instruction. The purpose of education is not only to prepare individuals for employment or economic productivity, but also to cultivate upright character, community spirit, and a lifelong commitment to service. Public education, therefore, should be designed to nurture both academic competence and moral integrity. [1]
Advancement of Society
Education is presented not only as an individual good, but as “the indispensable foundation of all human excellence,” critical to the prosperity and advancement of the nation and the world. By ensuring universal literacy and proficiency in crafts and sciences, society is equipped for creative progress, technological innovation, and greater social equity. This view encourages public education systems to prioritize programs that build collective capacity and address the evolving needs of humanity, such as science, technology, the arts, and moral education. [1]
Practical Application
The statement also advocates the establishment of schools at every level, from local to national, and the adaptation of curriculum to both the needs of society and the capacities of each child. This implies a model of education that is responsive, inclusive, and linked to community development, without neglecting the importance of creativity and individual potential. [1]
In summary, Abdu’l-Bahá’s guidance calls public education to be universal, inclusive, holistic, and aimed at both the empowerment of the individual and the advancement of society, with a strong emphasis on both material skills and spiritual values. [1]
Follow-Up Questions Proposed by Perplexity
To deepen one’s understanding about the practical application of Abdu’l-Bahá’s guidance for public education, several reflective and analytical questions can be explored. These will help to bridge ideals with specific policies, classroom practices, and community action. [2] [3] [4]
Curriculum and Content
- How can public education programs balance both material sciences and moral development as emphasized by Abdu’l-Bahá? [2] [3]
- What methods can educators use to integrate crafts, arts, and practical skills alongside traditional academic subjects? [2]
- In what ways should education be tailored to meet “the degree that is needful” for different children and communities? [2]
Access and Inclusivity
- What strategies ensure every child, regardless of gender, socioeconomic status, or location, receives equitable access to quality education in line with Bahá’í principles? [3]
- How should communities prioritize educational opportunities, such as when resources are limited? [3]
- What are examples of successful efforts to include marginalized or rural populations in educational initiatives? [2]
Teacher Training and Environment
- How should teachers be prepared to nurture both academic abilities and upright character in students, as emphasized in Bahá’í writings? [5] [6]
- What school environments and teaching styles best support the development of virtues and skills in children? [5] [6]
Family, Community, and Social Responsibility
- What is the role of parents, local institutions, and the wider community in supporting public education, according to Bahá’í guidance? [4] [7]
- How should educational programs involve families to reinforce learning and ethical development outside the classroom? [6]
Application and Impact
- What indicators can help communities assess the effectiveness of applying these principles in education systems? [4]
- How can educational efforts contribute more broadly to the prosperity and unity of society, as envisioned by Abdu’l-Bahá? [2] [4]
These questions can prompt dialogue and action, leading to a more thoughtful and practical application of Abdu’l-Bahá’s educational vision in today’s world. [2] [3] [4]
Citations
[3] Lights of Guidance-Education and Training of Children – Bahai.works
[4] Bahá’í Education: Structure, Priorities, and Aims – International Baha’i Research Centre (IBRC)
[5] The Training Institute – The Bahá’í Faith
[6] FAQ – Children’s Classes – Bahá’ís of Portland/Vancouver Metro
[7] Bahá’í Education – Bahá’í Library Online
- Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/r/587865683. ↩
- ’Abdu’l-Bahá. Selections from the Writings of ʻAbduʼl-Bahá. Translated by Marzieh Gail. Reprint. Wilmette, Illinois: Bahá’í Publishing Trust, 1996, 134-135. https://www.bahai.org/r/769396821. ↩
- Perplexity Pro. “The Role of Education in the Progress of Society.” Edited by Steve Bosserman. November 24, 2025. https://www.perplexity.ai/search/o-ye-recipients-of-the-favors-6QzFbrVjR0eeA2hY6L68XA#0. ↩
Frameworks for Understanding the World 